
Dr Vincent Greenier
Lecturer
- About
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Biography
Vincent Greenier holds a PhD in Language Teaching and Learning from the University of Auckland, where his thesis explored what constitutes creativity in language learning and the effects of the curricular approach on students’ creativity development. He has been a teacher for nearly 15 years, including time in the United States, South Korea, New Zealand, and now the UK. His main research interests are creative approaches to language teaching, individual differences and learner variables (particularly creativity), critical pedagogy, teacher identity, EFL/ESL curriculum and materials development and innovative approaches to qualitative research.
- Research
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Research Overview
My research interests include creative approaches to language teaching, individual differences and learner variables, teacher identity, EFL/ESL curriculum and materials development, learning environments, and professionalism and leadership in TESOL. I am also interested in innovative approaches to qualitative research, including: visual research methods, narrative knowledging, participatory actions research, and others that incorporate methods from different disciplinary fields.
- Teaching
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Teaching Responsibilities
LN1003 English Structure and Use
LN4014 Language Teaching in Practice
LN3502 First and Second Language Acquisition
LN5023 Theories of Learning
LN5024 Exploring TESOL Research
LN5523 Research Methods in SLA
LN5531 Creativity and Innovation in Language Teaching
LN5532 Curriculum and Mateterials Development
- Publications
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Page 1 of 2 Results 1 to 10 of 11
Photo-narrative frames: Using visuals with narrative research in applied linguistics
System, vol. 102, 102597Contributions to Journals: Articles- [ONLINE] DOI: https://doi.org/10.1016/j.system.2021.102597
- [ONLINE] View publication in Scopus
Self-efficacy, Reflection, and Burnout among Iranian EFL Teachers: The Mediating Role of Emotion Regulation
Iranian Journal of Language Teaching Research, vol. 9, no. 2, pp. 13-37Contributions to Journals: Articles- [ONLINE] DOI: https://doi.org/10.30466/IJLTR.2021.121043
- [ONLINE] http://ijltr.urmia.ac.ir/browse?_action=issue
Emotion regulation and psychological well-being in teacher work engagement: A case of British and Iranian English language teachers
System, vol. 97, 102446Contributions to Journals: Articles- [ONLINE] DOI: https://doi.org/10.1016/j.system.2020.102446
Interlanguage Pragmatic Learning Strategies (IPLS) as Predictors of L2 Speech Act Knowledge: A Case of Iranian EFL Learners
The Journal of Asia TEFL, vol. 18, no. 1, pp. 235-243Contributions to Journals: ArticlesBOOK REVIEW: Language Learning Environments: Spatial Perspectives on SLA
Iranian Journal of Language Teaching Research, vol. 9, no. 3 (Special Issue), pp. 131-133Contributions to Journals: Reviews of Books, Films and Articles- [ONLINE] DOI: https://doi.org/10.30466/IJLTR.2021.121080
- [ONLINE] http://ijltr.urmia.ac.ir/article_121080.html
- [ONLINE] View publication in Scopus
Young Finnish Adults Perspectives on Using English in Different Social Situations: Exploring the Influence of Affective Factors through Photo-Elicitation Interviews
Language Related Research, vol. 11, no. 5, pp. 59-88Contributions to Journals: ArticlesThe 10Cs of project-based learning TESOL curriculum
Innovation in Language Teaching and Learning, vol. 14, no. 1, pp. 27-36Contributions to Journals: Articles- [ONLINE] DOI: https://doi.org/10.1080/17501229.2018.1473405
- [ONLINE] View publication in Scopus
Beyond Good Teaching Practices: Language Teacher Leadership From the Learners’ Perspective
TESOL Quarterly, vol. 53, no. 4, pp. 960-985Contributions to Journals: ArticlesPreparing Teachers for the Challenges of Constructivist Teaching
Faces of English Education. Wong, L. L. C., Hyland, K. (eds.). Routledge, pp. 260-274, 15 pagesChapters in Books, Reports and Conference Proceedings: ChaptersTowards a Model of Teacher Leadership in ELT: Authentic Leadership in Classroom Practice
RELC, vol. 47, no. 1, pp. 79-95Contributions to Journals: Articles- [ONLINE] DOI: https://doi.org/10.1177/0033688216631203